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Incorporating research literature and chemistry textbooks in 5E instructional model to reveal ambiguous oxidation state formalism of CuS for pre-service science teachers

  • Irudhayaraj Savarimuthu ORCID logo EMAIL logo and Maria Josephine Arokia Marie Susairaj ORCID logo EMAIL logo
Published/Copyright: March 22, 2022
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Chemistry Teacher International
From the journal Chemistry Teacher International Volume 4 Issue 1

Abstract

This paper implements the 5E instructional model to reveal authentic concepts in chemistry, in particular the ambiguous oxidation state formalism of copper sulfide (CuS) for pre-service science teachers (PSTs). We discuss the process and outcomes of learning phases of the 5E (engage, explore, explain, elaborate, and evaluate) for authentic chemistry learning. The puzzle activity of engage phase demonstrate PSTs prior-knowledge, understanding, problem-solving skills in the fundamental concepts of chemistry. However, we observed misconceptions in chemistry concepts, in particular the oxidation state formalism of CuS. Next, the explore phase describe how the scientific evidence from research literature give insight into whether the PSTs conceptions are in accordance with research evidence. The research evidence from collaborative literature review revealed the uncertainty in the oxidation state formalism of CuS. In the explain phase, we explained the complex electronic structure of CuS. In the fourth phase, the elaborate phase, we involve the PSTs in the book review to elaborate and analyze the uncertain concept. The results of the book review provide insight into the coverage of oxidation state formalism of CuS in nine chemistry textbooks. Finally, in evaluate phase, the results of questionnaire describe the PSTs perspectives and experiences in the student-centered chemistry learning.

Keywords: copper sulfide; oxidation state formalism; pre-service science teachers; research literature/review of literature; scientific inquiry; second-year undergraduate/general; student-centered/evidence/activity-based; textbooks

Introduction

The students come to teachers with prior knowledge and skills. If the prior knowledge is in agreement with the current information, the effect on learning is positive. However, if the prior knowledge is in disagreement with the current information, the effect on learning can be negative. Previous research studies have discussed that students conceptions contradict with the scientific evidence they are likely to learn (Schizas, Papatheodorou, & Stamou, 2019). The researchers refer these conceptions by different terms, such as preconceptions (Clement, 1982), misconceptions (Kuczmann, 2017), alternative conceptions (Hussain, Latiff, & Yahaya, 2012), and naive conceptions (Ogiwara, Okade, & Geisler, 2010). All these terms more or less imply a similar idea of developing concepts. The students, PSTs, and teachers conceptions act as a major challenge for the researchers in science education, because in some cases misconceptions act as a barrier for acquiring correct knowledge and understanding. Misconceptions in the fundamental topics of chemistry include covalent and ionic bonding representations (Luxford & Bretz, 2014), precipitation reactions (Kelly, Barrera, & Mohamed, 2010), carbohydrates (Milenković, Hrin, Segedinac, & Horvat, 2016), and others. Moreover, misconceptions are found among the school students (Luxford & Bretz, 2014), university students (Widarti, Permanasari, & Mulyani, 2017), and PSTs (Yakmaci-Guzel, 2013). Misconceptions in chemistry concepts are found in school textbooks (King, 2010), college textbooks (Overman, Vermunt, Meijer, Bulte, & Brekelmans, 2013; Wang, 2020), and research papers (Ohtani, 2008). The teachers are considered as the source of knowledge but in some cases they act as a source of alternative conceptions (Pardhan & Bano, 2001). Enhancing the quality of the science teachers, by adopting concept-centered teaching (Hermanns, 2021) and student-centered learning are key educational reforms. The concept-centered teaching and student-centered learning need to be purposeful, instructional model based, activity oriented, evidence-centered, collaborative, and personalized. Contemporary approach for chemistry teaching and learning includes reading literature, meeting researchers, and others (Blonder & Mamlok-Naaman, 2020). Furthermore, reflecting, evaluating, and analysing research literature bridges the much-lamented gap between class room and laboratory (Godin et al., 2014; Szteinberg et al., 2014).

Incorporating the 5E Instructional model in teaching and learning is now gaining attention in science education although it has been used since late 1980s. It is based on the cognitive psychology and constructivist-learning theory (Bybee et al., 2006). Ong et al., report demonstrated the effectiveness of professional development of science teachers in China by using 5E Instructional model (Ong, Luo, Yuan, & Yingprayoon, 2020). Sabatello, reported the ways of incorporating online resources in 5E Instructional model for chemistry instructors (Ohn-Sabatello, 2020). Additional work is occurring around the broader challenge of how to use the 5E learning activities for sustained professional development in chemistry content and pedagogy (Cheng & Chu, 2016; Gillies & Rafter, 2020). Exploration of research literature is potentially a rich setting for authentic, activity-based, and evidence-centered chemistry learning as the students reflect, evaluate and analyse their conception in the context of research evidence. This is also important as the chemistry education community bridges the gap between teachers and researchers.

The key feature of this work was education researcher and chemistry researcher collaborated and guided the PSTs to unravel the ambiguous oxidation state of Cu and S in CuS. In this work, we describe the process and outcomes of learning phases of the 5E Instructional model for authentic chemistry learning. The 5E learning phase activities were crafted for PSTs to engage, explore, explain, elaborate, and evaluate the ambiguous oxidation state formalism of CuS. On the basis of puzzle results, we observed PSTs conception of oxidation state of Cu and S in CuS was +2 and −2, respectively. We considered their conception disagree with scientific evidence. Therefore, we guided the PSTs to explore the oxidation state formalism of CuS reported in research literature. This work aimed to address the following research questions:

  1. Whether the PSTs conception of oxidation state formalism of CuS agree or disagree with research literature?

  2. What extent the oxidation state formalism of CuS is covered in chemistry textbooks?

Methods

Context

In this study, the participants were 27 PSTs of second-year under graduate pursuing Bachelor of Education (B.Ed.,) course in Indira Gandhi National Tribal University, Madhya Pradesh, India. Out of 27 PSTs; 19 PSTs had a chemistry under-graduation degree, while eight PSTs had a science under-graduation degree with chemistry an ancillary subject. The purpose, process and nature of this study was explained in advance.

Although PSTs were aware of calculating oxidation state of element in a compound, the education researcher, the second author of this paper posted handout in EDMODO, an online learning management system, where the teaching and learning community can interact, transfer videos, images, documents, learning apps and web link. It is a free application that allows teachers to post assignments, tests, multiple-choice questions, and polls. The questions are auto-assessed and evaluated based on the scoring key. Further, teachers can track students’ progress and also answer their queries.

The chemistry researcher created a puzzle consisting of 10 multiple-choice questions. The puzzle was primarily based on the concept of assigning oxidation state for Cu in Cu compounds. Oxidation numbers are fundamental to balance redox reactions and other chemistry concepts (Yuen & Lau, 2021; Zheng Yuen & Lau, 2021; Zheng). The PSTs responses were evaluated to understand PSTs knowledge and to discover their conceptions. From PSTs responses, the chemistry researcher found PSTs performed well, but majority of PSTs response for oxidation state of Cu in CuS was +2. However, this response disagreed with the scoring key, notably PSTs were challenged by the correct response, which was ambiguous or uncertain oxidation state of Cu in CuS. Therefore, under the guidance of both the researchers, the PSTs explored the research literature in search of authentic oxidation formalism of CuS. The literature evidence shed light on oxidation state formalism of CuS. For deeper understanding, the educational researcher explained the electronic structure of CuS. Further, the researchers assigned elaborative book review to find what extent the oxidation state formalism of CuS is covered in chemistry textbooks. Finally, the PSTs feedback was evaluated by questionnaire. In this study, the PSTs had the option to meet online with researchers thrice a week on Monday, Wednesday and Friday according to a set schedule. If researchers used Google Meet, a link was provided to PSTs. Thus, contemporary approach of teaching and learning was facilitated.

The 5E instructional model for authentic chemistry learning

Cognitive research demonstrated that learning is an active process occurring within the learner based on the information encountered (Brooks & Brooks, 1999). The teacher searches for learners’ conceptions and structures opportunities to revise these conceptions by posing contractions and engaging them in search of evidence. Rodger W. Bybee describes the 5E instructional model applies to learning scientific knowledge explicitly based on learners activities and investigations (“San Diego County Office of Education. 5E Model of Instruction.,” n.d.). The 5E model consists of five phases: engage, explore, explain, elaborate, and evaluate. This is an evidence-centered approach that involves active learner participation and allows reflection, evaluation and analyses of own activities for understanding of a particular concept. It encourages all participants to explore, understand and evaluate scientific concepts and relate those understanding to scientific phenomena. Figure 1 presents the 5E Instructional model with relevant activity in this study.

Figure 1: 5E instructional model with relevant activity.
Figure 1:

5E instructional model with relevant activity.

Engage

In the first phase of the 5E instructional model, the education researcher posted handout in EDMODO, for recapitulation of rules in assigning oxidation number to elements. (Handout is provided as Supplementary Appendix 1). In order to provoke prior knowledge on what the PSTs knew about oxidation state and calculation of oxidation state of an element in a compound, the researcher opened the discussion by asking the following questions as listed in Box 1. The prompt response from PSTs shown their pre-existing knowledge, thoughts, understandings, reasoning, curiosity, and problem-solving skills.

Box 1. Prior-knowledge testing questions.

  • – What is oxidation state?

  • – How is oxidation state represented?

  • – Why oxidation state of an element is important?

  • – Where oxidation state of an element is applied?

  • – Whether oxidation state of an element is same in different compounds?

  • – What is the oxidation state of chromium (Cr) in Cr2+ and CrCl3?

  • – What is the oxidation state of hydrogen (H) in sodium hydride (NaH) and sodium bicarbonate (NaHCO3)?

Next, the PSTs were engaged in an activity to access their knowledge, understanding and problem-solving skills. The chemistry researcher created a puzzle consisting of 10 multiple choice questions, which were crafted to assign oxidation state for Cu in Cu compounds. The education researcher posted the puzzle in EDMODO. The PSTs were provided scheduled time to answer the puzzle. The PSTs responses were coded and analysed using percentage analysis, which were carried out using the statistical package social science (SPSS). The percentage of correct and wrong responses were graphically recorded for the target group. Supplementary Appendix 2 presents the puzzle assigned to the PSTs and Supplementary Appendix 3 represents the scoring key (Appendices 2 and 3 are presented in Supplementary Material). Researchers assigned 1 mark for the correct response and 0 mark for the incorrect response. Next, the scoring key was discussed in the discussion forum.

The puzzle revealed that PSTs had sufficient knowledge, understanding and problem-solving skills in the concept of calculating oxidation state of Cu in Cu compounds. Notably, we observed majority of PSTs response to oxidation state of Cu in CuS was +2. Table 1 documents the PSTs responses in terms of percentage of correct and incorrect response. Figure 2 shows the graphical representation of question wise results in terms of percentage of correct and incorrect response. Figure 3 shows the question-wise variation of correct responses. It was evident that the correct response towards the question number 3 (CuS) was very less in comparison with other questions. Notably, out of 27 PSTs, only three PSTs had chosen correct response. In order to assess the PSTs conception on the oxidation state of Cu in CuS, we selectively evaluated the four options chosen by PSTs. Figure 4 highlights the PSTs response to oxidation state of Cu in CuS with four options, namely +1, +2, both +1 and +2 and uncertain. Thus, it was evident that majority of PSTs had conception that oxidation state of Cu in CuS is +2.

Table 1:

PSTs responses.

Q. No. Copper compound No. of PSTs chosen correct answer % of Correct response No. of PSTs chosen incorrect answer % of Incorrect response
1 CuO 27 100 0 0
2 CuI2 20 74.07 7 25.93
3 CuS 3 11.11 24 88.89
4 CuCN 20 74.07 7 25.93
5 CuSO4 26 96.30 1 3.70
6 KCuO2 25 92.59 2 7.41
7 Cu2S 26 96.30 1 3.70
8 Cu(OH)2 25 92.59 2 7.41
9 Cs2CuF6 21 77.78 6 22.22
10 Cu2O 27 100 0 0
Figure 2: Graphical representation of PSTs question wise response in the puzzle.
Figure 2:

Graphical representation of PSTs question wise response in the puzzle.

Figure 3: Question-wise variation of correct response.
Figure 3:

Question-wise variation of correct response.

Figure 4: PSTs response to oxidation state of Cu in CuS
Figure 4:

PSTs response to oxidation state of Cu in CuS

After the evaluation of the puzzle, the scoring key was discussed by the education researcher in the discussion forum. But, the discussion session aroused heated arguments and debates regarding the uncertain or ambiguous oxidation state of Cu in CuS. The PSTs challenged the uncertain oxidation state formalism. Further, PSTs claimed, S a group 16 element is more electronegative in comparison with Cu, therefore oxidation state of S and Cu are −2 and +2, respectively. Furthermore, PSTs explained that in ionic compounds, such as HgS, MnS, Cu2S, CdS, etc., S exist in −2 state. The PSTs reasoning and understanding were inextricably linked to the chemistry concepts and fundamentals. Figure 5 presents the PSTs method of assigning oxidation state to Cu in CuS, CuO and Cu2S.

Figure 5: PSTs method of calculating oxidation state of Cu in CuS, CuO and Cu2S.
Figure 5:

PSTs method of calculating oxidation state of Cu in CuS, CuO and Cu2S.

This specific issue of ambiguity appeared to be agnostic of active learning environment. Therefore, additional efforts were needed to provide evidence to support the ambiguous oxidation state formalism of CuS. The chemistry community have focussed on developing, implementing and evaluating, the effects of learner-centered, “active learning” practices. We aimed for an activity that actively involves all PSTs to evaluate whether their conceptions agree or disagree with research literature.

Explore

Scientific research articles are considered as a medium to communicate the scientific results of the experiments performed in the laboratory. It is well known that research article is a primary source of information, which reports about the methods and results of an original study conducted by the researchers or authors. Simpson et al., study indicated that collaborative scientific argumentation was beneficial for individual learning (Sampson & Clark, 2009). Under the guidance of the researchers, the PSTs explored the research literature in search of accurate oxidation formalism of CuS. The researchers divided the target group (27 PSTs) into four groups (three groups comprising seven PSTs in each group and one group having six PSTs). Under the collaboration of both the researchers, all 27 PSTs participated in review of literature. The PSTs searched research articles in Google Scholar using the key word “oxidation state formalism of CuS”. Boxes 2 and 3 shows the general and specific objectives of collaborative review of literature. Table 2 presents the oxidation state formalism of CuS suggested in research articles.

Table 2:

Oxidation state formalism of CuS suggested in research articles.

Oxidation state formalism of CuS Oxidation state of Cu in CuS Experimental findings Research articles
Cu<+2S Less than 2

  1. Structure analysis

 Howard and Konnert, (1976)

  1. Unusual crystal structure
(Cu+)3S2 −2S−2 +1

  1. Hexagonal structure was confirmed.

 Fjellvag et al., (1988)
(Cu+2) (S2 −2) (Cu+1) (S−2) Both +1 and +2

  1. 1/3 Cu atoms are as Cu2+.

 Grioni et al., (1989)
(Cu+1)3(S2 −1) (S−2) +1

  1. CuS has alternating layers of compositions of CuS and Cu2S2 layers.

 Liang and Whangbo (1993)
Cu+1S +1

  1. Cu in CuS should be regarded as Cu+ or Cu1.3+

Goh, Buckley, & Lamb, (2006)
(Cu+2) (Cu+1) (S2 −2) (S−2) Both +1 and +2

  1. CuS shown to have tetrahedral Cu2+ and trigonal Cu1+ sites.

 (Kumar, Nagarajan,& Sarangi, 2013)
(Cu+4/3)3(S2 −2 ) (S−2) 1.33

  1. High temperature super conductivity is unlikely to occur in defect free CuS having valance state close to 1.

 Mazin (2012)
Cu+1S−1 +1

  1. Absence of paramagnetic Cu2+species.

 Xie et al., (2013)
Cu+1S−1 +1

  1. 2/3 S atoms in CuS form covalent S-S bond with −1 charge.

 Xie et al., (2015)

Box 2. General objectives of collaborative review of literature.

  • – Create an authentic environment for PSTs to gain conceptual and scientific evidence through exploration, interpretation and construction of pre-conceptions from research literature.

  • – Assist PSTs in exploration and understanding of literature.

  • – Insist PSTs experience the scientific evidence through collaboration with researchers and other PSTs.

  • – Build a scientific and professionally developed teaching community based on open discussion.

Box 3. Specific objectives of collaborative review of literature.

  • – What is the oxidation state formalism of CuS reported in research articles? What are the experimental findings in the research articles?

  • – Why the oxidation state formalism of CuS is complex and not simple?

Collaborative review of literature revealed the oxidation state formalism of CuS was complex and uncertain. Moreover, the predominant conception of oxidation state of Cu in CuS is +2 disagrees with the research evidences. Evans et al. crystal structure studies suggested oxidation state of Cu in CuS is less than 2 (Howard & Konnert, 1976). Fjellvag et al. studies reported that the oxidation state of Cu is +1 and proposed (Cu1+)3(S2 2−) (S1−) oxidation state formalism for CuS (Fjellvag et al., 1988). Grioni et al. reported the presence of both +1 and +2 state and presented (Cu2+) (S2 2−) (Cu1+) (S2−) valency formalism for CuS (Grioni et al., 1989). Linag et al. reported Cu exist in +1 state and represented (Cu1+)3(S2 1−) (S2−) oxidation state formalism (Liang & Whangbo, 1993). Wei et al. proposed Cu in covellite (CuS) is as Cu(I) and suggested CuS should not be considered as Cu(II)S (Goh, Buckley, & Lamb, 2006). Kumar et al. spectroscopic studies shown CuS contained both +1 and +2 oxidation states; further formulated (Cu2+) (Cu1+) (S2 2−) (S2−) valency formalism for CuS (Kumar, Nagarajan, & Sarangi, 2013). Mazin first-principle calculations established that oxidation state of Cu in stoichiometric defect free CuS is 1.33 (Mazin, 2012). With the aim of elucidating the valency of Cu in CuS, Xie et al., reported that Cu is basically in +1 oxidation state (Xie et al., 2013). Further, Xie et al. suggested 2/3 of sulfur atoms in CuS form covalent S–S bonds with average −1 oxidation state, which were strikingly different from the −2 oxidation state of S in the majority of ionic compounds , therefore Cu exist in +1 state (Xie et al., 2015).

In spite of several experimentation the oxidation state formalism of CuS aroused heated discussions and demand further study from theoretical and experimental chemist for better understanding of structure, bonding and oxidation state. Thus, historically the oxidation state of Cu in CuS is still debated or unclear in the research community. Figure 6 represents the ambiguous oxidation state formalism of CuS. To the best of our knowledge, there are no uncertainty or ambiguity in the oxidation state of Cu in other Cu compounds, such as Cu2S, CuO, Cu2O, CuSO4, CuI2, CuCN, LiCuO2, KCuO2, Cs2CuF6, CsCuF4.

Figure 6: Ambiguous oxidation state formalism of CuS.
Figure 6:

Ambiguous oxidation state formalism of CuS.

Explain

In this stage of the 5E instructional model, the education researcher explained: (i) the fundamental facts, properties and applications of Cu and S, (ii) the electronic structure of CuS. Table 3 presents the comparison of Cu and S on the basis of periodic table facts, properties and uses.

Table 3:

Comparison of copper and sulphur.

Name Copper Sulphur
Element Symbol Cu S
Atomic Number 29 16
Atomic Volume 63.546 32.06
Appearance Reddish-orange Yellow
Phase Solid Solid
Group in periodic table 11 (transition metal) 16 (other non-metal)
Period in periodic table 4 3
Block in periodic table d p
Electronic configuration [Ar] 3d104s1 [Ne] 3s23p4
Electronic shell structure 2,8,18,1 2.8.6
Valency 2 6
Oxidation state 0, +1, +2, +3, +4 −2, −1, 0,+2, +4, +6
Crystal structure Face centered cubic Face centered orthorhombic
Electronegativity 1.9 2.58
Electron affinity 118.4 kJ/mol 200 kJ/mol
Density 8.92 g/cm3 1.96 g/cm3
Mohs hardness 3 MPa 2 MPa
Electrical conductivity 5.9 × 107 S/m 1 × 1015 S/m
Thermal conductivity 400 W/(mK) 0.205 W/(mK)
Magnetism Diamagnetic Diamagnetic
Uses Electrical industry, manufacture of alloys, algicide, pesticide, etc. Batteries, fertilizer, oil, refining, mineral, extraction, water, processing, etc.

Cu is a native metal known from oldest civilization. The oxidation states of Cu include 0, +1, +2, +3, and +4. Cu in +2 state is the most stable oxidation state. Elemental Cu exist in 0 state. Compounds of Cu in +2 state are as follows: copper(II) oxide (CuO), copper(II) halides (CuF2, CuCl2, CuBr2), copper(II) sulphate (CuSO4), copper(II) nitrate (Cu(NO3)2), etc. Compounds of Cu in +1 state include copper(I) oxide (Cu2O), copper(I) halides (CuCl, CuBr, CuI), and copper(I) sulphide (Cu2S). Whereas, Cu in +3 state occur as copper(III) oxide (KCuO2) and in +4 state exist as potassium hexafluorocuparte(IV) (KCuF6) and caesium hexafluorocuprate(IV) (Cs2CuF6). S is the fifth element that is essential for life. Generally, S forms covalent bonds with neighbouring atoms at oxidation states of −2, −1, 0, +2, +4 and +6. In the case of inorganic compounds, S exist as hydrogen sulfite (H2S), elemental sulphur (S), sulfur monoxide (SO), sulfur dioxide (SO2), and sulphur trioxide (SO3) in −2, 0, +2, +4, and +6 state, respectively. While in organic compounds the oxidation state of S is as follows: thiols (R–S–H) and sulphides (R–S–R), −2 state; disulphides (R–S–S–R), −1 state; sulfoxides (R–SO–R) and sulfenic acids (R–S–OH), 0 state; elemental sulphur (S), sulfones (R–SO2–R) and sulfinic acids (R–SO–OH), +2 state; sulfonic acids (R–SO2–OH) and sulfite esters (R–O–SO–O–R), +4 state; and sulfate esters (R–O–SO2–O–R), +6 state.

In the family of copper chalcogenide, copper sulphides (Cu2−xS, 0 < x > 2) are chemical compounds of Cu and S that exist in different stable and metastable stoichiometric phases ranging from sulphur-rich CuS to copper-rich Cu2S. The different stoichiometric forms of copper sulfide includes Covellite (CuS), yarrowite (Cu1.12S), spionkopite (Cu1.4S), geerite (Cu1.6S), anilite (Cu1.75S), digenite (Cu1.8S), djurleite (Cu1.97S), and chalcocite (Cu2S) (Xie et al., 2013). Among copper sulphides stoichiometries, the covellite (CuS) phase has peculiar properties including highest concentration of free carriers, thermally and air-stable, lowest Cu to S ratio, super-conductivity below 40 K, and non-toxic nature. The highest concentration of free carriers or holes arises from the copper deficiency in CuS. Therefore, CuS has attracted considerable attraction from the researchers.

Crystal structure of molecule or compound or material vary with the arrangement and combination of constituent elements. The atomic arrangement of atoms in a material contributes to its fascinating physicochemical properties. Both graphite and diamond are allotropes of carbon, however graphite is soft, while diamonds are hard due to the difference in crystal structure. Electronic structure is the bridge between the theory and experiment. Therefore, it is important to learn the electronic structure of materials.

CuS has complex electronic structure. The electronic structure of CuS is built up by discrete crystallographic sites of Cu2+, Cu+, monosulfide (S2−) and disulphide (S2 2−). The structure consists of several layers of Cu–S planes. Figure 7 represents the electronic structure of CuS (Arora, Kabra, Joshi, Sharma, & Sharma, 2020). The structure consists of alternating layers of CuS4 tetrahedral, CuS3 trigonal and CuS4 tetrahedral layer joined by disulphide (S–S) bonds to attain the continuity and to balance the coordination of the structure. In CuS4 tetrahedral layer, Cu site is bound to S2− and S2 2−sites. Therefore, one tetrahedral layer consist of Cu+ and other consist of Cu2+ site. In CuS3 trigonal layer, Cu site is bound to S2− sites. Hence, trigonal layer consist of Cu+ site. Thus, the structure of CuS shows the characteristic existence of Cu2+, Cu+, S2− and S2 2− species. Based on the charge neutralization, Kumar et al. reported the ionic model of CuS can be described as (CuTetrahedral)+(CuTrigonal)+(CuTetrahedral)2+(S2)2−(S)2− (Kumar et al., 2013). Further, the authors suggested a more accurate representation: [(CuTetrahedral)2]3+(S2)2−(S)2− with each CuTetrahedral is Cu+1.5.

Figure 7: Electronic structure of CuS.
Figure 7:

Electronic structure of CuS.

Elaborate

In this fourth phase of the learning model, the PSTs were assigned the task of book review to re-examine their understanding and newly acquired skills to conduct additional investigations. All PSTs in their respective groups surveyed the coverage of oxidation state formalism of CuS in chemistry textbooks that are currently used and recommended for under graduate chemistry courses in colleges and universities, India. The nine textbooks surveyed were mentioned using the book title, first author, followed by the edition number as follows: Concise Inorganic Chemistry, J. D. Lee, 5E (Lee, 2008); Inorganic Chemistry, Catherine E. Housecroft, 4E (Housecroft & Sharpe, 2012); Inorganic Chemistry, Keith F. Purcell, India Edition (IE) (Purcell & Kotz, 2010); Basic Inorganic Chemistry, F. Albert Cotton, 3E (Cotton et al., 1994); Advanced Inorganic Chemistry, F. Albert Cotton, 6E (Cotton et al., 1999); Inorganic Chemistry, Mark Weller, 7E (Weller, Overton, Armstrong, & Rourke, 2018); Concepts and models of Inorganic Chemistry, Bodie Douglas, 3E (Douglas, McDaniel, & Alexander, 1994); General Chemistry, Darrell D. Ebbing, 9E (Ebbing & Gammon, 2010); Chemistry; Inorganic chemistry, James E. House, 2E (House, 2011). Table 4 presents the oxidation state of Cu in CuS given in widely adopted chemistry textbooks. Out of nine textbooks reviewed in this study, only one textbook discussed the oxidation state of Cu in CuS. Advanced Inorganic Chemistry, F. Albert Cotton, 6E, pg no.867-868 mentions that CuS is more complex structurally, it contains S2 2− and S2− ions and is probably Cu2 + Cu2+ (S2−) (S2 2−), where Cu exist in both +1 and +2 state. Moreover, probable oxidation state formalism may or may not be certain. Thus, explorative review of literature was affirmed by elaborative book review, which shown that the PSTs pre-conception was contrary to both research articles and textbook.

Table 4:

Oxidation state of Cu in CuS given in widely adopted chemistry textbooks.

Publisher First author, edition Oxidation state of Cu in CuS adopted in textbooks
Oxford University Press J. D. Lee, 5E –
Pearson Catherine E. Housecroft, 4E –
Cengage Keith F. Purcell, India Edition –
Wiley F. Albert Cotton, 3E –
Wiley F. Albert Cotton, 6E Cu+1 and Cu+2
Oxford University Press Mark Weller, 7E –
John Wiley and Sons Bodie Douglas, 3E –
Mary Finch Darrell D. Ebbing –
Academic Press James E. House, 2E –

Evaluate

In the final phase of instructional model, the PSTs learning experiences in this study was evaluated by a questionnaire. Table 5 presents the questionnaire, the PSTs presented narrative responses about their positive and negative experiences, perceptions and implications of learning objectives.

Table 5:

Questionnaire.

Question number Question
1 What’s your conception of oxidation state formalism of CuS before and after participation in this study?
2 Do you have any reason for the conception of oxidation state of Cu in CuS is +2?
3 Whether the oxidation formalism of CuS is simple or complex? Justify your answer.
4 Why there exist uncertainty in oxidation state formalism of CuS?
5 Do you think 5E instructional model is effective for professional development?
6 Which phase in 5E model did you like the most?
7 Whether students need guidance for library book or textbook selection?
8 As participant in this study what are your positive and negative experiences?
9 What are your implications of transfer of learning?
10 Tell about your experiences during this study that you have not written about above?

The core results of the questionnaire were summarized in the following subsections: perspectives on the oxidation state formalism of CuS, transfer of learning and its implications, and effectiveness of the 5E instructional model for professional development.

Perspectives on the oxidation state formalism of CuS

After the literature review, all PSTs perceived that the oxidation formalism of CuS was complex due to its unusual or complex crystal structure. The oxidation state formalism of CuS is an unresolved question in scientific community.

One of the PST from group 1 presents narrative as below:

Before literature review, I was confident and certain that Cu in CuS exist in +2 state. But, my perspective changed dramatically after literature review. I found that researchers across the globe, over different period of time have worked to resolve the chemical structure of CuS. Over past three decades, the researchers have used different theoretical methods, experimental and advanced instrumentation techniques to resolve the oxidation formalism of CuS. There exist rational ground of doubting, as one research group results does not match with others. Therefore, CuS oxidation formalism is unclear. Hence, the conceptions which disagrees with scientific evidence may cause adverse effects in the teaching and learning process.

Another PST from group 2 came out with following narrative:

Geocentric theory of Plotemy, around the 2nd and 3rd century AD was believed, accepted, embraced, considered correct and was taught till 15th century, without any scientific questions. From 15th - 17th century, astronomers especially Copernicus, Galileo, and Kepler questioned the previous theories and revolutionised the world by Heliocentric theory. Therefore, conception of any type which has no valid scientific proofs, and dissemination of these conceptions by teachers is dangerous to the teaching and learning process. By participating in this study, I came to know that the oxidation formalism of CuS is complex.

One of the PST from group 3 represents as follows:

Fake data and reports are prevalent in the web world. Therefore, authentic data is more essential in the teaching and learning process. Textbooks are source of authentic data in a topic. Apart from textbooks, teachers’ have to be motivated towards reading research articles. Teachers’ can enhance their learning from the scientific data published in research articles. In order to have professional development, teachers’ have to collaborate with educational researchers and concerned subject researchers of local universities or colleges for better learning environment. Moreover, this type collaboration might be helpful for science teachers to know about the uncertain areas or concepts in science.

Finally, one of the PST from group 4 expresses as follows:

The positive experience gained in this study, I came to know that research articles are valuable tool for teaching, learning and research. The negative experience faced in the study is that I still have confusion in the oxidation formalism of CuS and what extent the scoring key is valid in terms of oxidation formalism of CuS. Finally, the 5E phases of instructional model was interesting.

Transfer of learning

We observed majority of the PSTs perceived the transfer of learning had great impact in the chemistry learning process. Transfer of learning is of two types, namely positive and negative transfer of learning. Positive transfer of learning is application of previous learning or experience that enhance learning performance in new context. One of the PST explained how the valance state of hydrogen and oxygen varies in different chemical compounds:

The oxidation state of hydrogen is +1 except in binary compounds, such as LiH, NaH, CaH2, etc., where the oxidation state of hydrogen is −1. Similarly, in most of chemical compounds, oxidation state of oxygen is −2, but exceptions occur in peroxides (−1 state), superoxides (−½ state), OF2 (+2 state), and O2F2 (+1 state). Therefore, in chemistry, transfer of learning have to be applied cautiously. Transfer of learning may give positive or negative results based on the chemical compound.

We understood PSTs conception in the case of CuS, was regarded as negative transfer of learning, where the previous content knowledge interferes with the performance in the new context. Consider the following explanation by a PST:

Generally, in the vast majority of ionic compounds, such as Na2S, HgS, etc., involving S and one or more metals, S exist in −2 state. The conception of S having −2 charge, shown positive transfer of learning in the case of Cu2S, where the oxidation state formalism is Cu2 +1S−2. Therefore, there is a general conception that in the case of CuS also S may exist in −2 state, subsequently Cu in +2 state, thereby forming Cu+2S−2 formalism. However, in the case of CuS the application of previous learning may result in negative transfer of learning. Figure 8 shown the transfer of learning in calculating oxidation state of an element in a chemical compound. Thus, in chemistry applying previous information and knowledge is highly dependent on the chemical compound. Figure 8 represents the positive and negative transfer of learning in this study.

Figure 8: Transfer of learning.
Figure 8:

Transfer of learning.

One of the PST judged that the collaborative effort would have positive effect on the areas of teaching process, such as lesson planning, use of teaching aids, and creation of richer learning environments. I believe that act of involving in this study has given me new perspectives about ways in which I can use review of literature to revise and redesign lesson plans in an authentic manner that encourages students to explain their thinking, models and assumptions in a detailed way.

Effectiveness of the 5E instructional model

The misconception of students must be eradicated by adopting an appropriate pedagogy depending on their age and prior-knowledge. Narrative of one of the PST is elaborated as follows:

This study has expanded the ways of incorporating the 5E instructional model in science teaching and learning. Generally, teachers conduct quiz and discuss the answers with students. I think analysis of correct and incorrect responses are essential for future lesson plan. Moreover, as a participant of this study, I gained the importance of questioning myself; why maximum students have chosen the incorrect response? what are the possible ways to incorporate the right response in an authentic manner? Overall, the study highlights the effectiveness of collaboration and activity-based learning through 5E learning model.

Another PSTs summarises as follows:

Before participating in this study, I did not know about the 5E instructional model. Now, I knew about the framework of each phase, where first, students engage in an activity; second, students explore through hands-on activity; third, the teacher or student or both teacher and student explain the new concept; fourth, students extend their knowledge gained in a new area; and finally, students are evaluated.

Limitations

The first limitation of this study is that it was performed in the context of oxidation state formalism of CuS. Research articles reported that the oxidation state of Cu in CuS is only +1, only +2, both +1 and +2 and in-between +1 and +2. Thus, it was evident that there exist ambiguity in the oxidation state formalism of CuS. The second limitation was conceptions of students in case of CuS was not due to lack of exemplification of rules but because of ambiguity, which exist till date. The third limitation is that only two researchers were involved in this collaborative study, which was deficient for accessibility by PSTs.

Implications and conclusions

This paper implements the 5E instructional model for authentic chemistry learning. We hope that the adaptation of the 5E teaching and learning phases with a crafted activity helped PSTs to explore and understand research articles, particularly the oxidation state formalism of CuS. Further, the book review shows the coverage of oxidation state formalism of CuS in chemistry textbooks. We have demonstrated the progress we have made toward revealing an ambiguous chemistry concepts, using an appropriate pedagogy. We have shown the effectiveness of the 5E Instructional model and collaboration of educational researcher, chemistry researcher and PSTs. Incorporation of research articles and textbooks in chemistry class room, using appropriate pedagogy builds understanding of fundamental of chemistry concepts.

Corresponding authors: Irudhayaraj Savarimuthu, Department of Chemistry, Indira Gandhi National Tribal University, Amarkantak, Madhya Pradesh 484886, India, E-mail: ; and Maria Josephine Arokia Marie Susairaj, Department of Education, Indira Gandhi National Tribal University, Amarkantak, Madhya Pradesh 484886, India, E-mail:

Acknowledgements

M.J.A.M.S and I.S. acknowledge research support received from Indira Gandhi National Tribal University, Madhya Pradesh, India. We thank all the participants in this study.

  1. Author contributions: All the authors have accepted responsibility for the entire content of this submitted manuscript and approved submission.

  2. Research funding: None declared.

  3. Conflict of interest statement: The authors declare no conflicts of interest regarding this article.

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Supplementary Material

The online version of this article offers supplementary material (https://doi.org/10.1515/cti-2022-0001).

Received: 2022-01-05
Accepted: 2022-02-14
Published Online: 2022-03-22

© 2022 Irudhayaraj Savarimuthu and Maria Josephine Arokia Marie Susairaj, published by De Gruyter, Berlin/Boston

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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https://doi.org/10.1515/cti-2022-0001
Keywords for this article
copper sulfide; oxidation state formalism; pre-service science teachers; research literature/review of literature; scientific inquiry; second-year undergraduate/general; student-centered/evidence/activity-based; textbooks
Creative Commons
BY-NC-ND 4.0

Articles in the same Issue

  1. Frontmatter
  2. Research Article
  3. New approach for assigning mean oxidation number of carbons to organonitrogen and organosulfur compounds
  4. Good Practice Report
  5. Measuring the mass of an electron: an undergraduate laboratory experiment with high resolution mass spectrometry
  6. Research Articles
  7. A new spin on electrochemistry in the undergraduate lab
  8. Exploring the relationships among stoichiometric coefficients, number of transferred electrons, mean oxidation number of carbons, and oxidative ratio in organic combustion reactions
  9. A simple theoretical, quantitative approach to help understand the titration of weak acids and bases
  10. Good Practice Report
  11. Balancing redox equations through zero oxidation number method
  12. Research Articles
  13. Simple and easy way for students to develop a dynamic model on Excel sheet
  14. Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example
  15. Good Practice Report
  16. Leaded or unleaded? Homemade microscale tin electroplating
  17. Research Article
  18. Incorporating research literature and chemistry textbooks in 5E instructional model to reveal ambiguous oxidation state formalism of CuS for pre-service science teachers
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